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Children experience many transitions during the early childhood years, particularly if they are in full day programs. They transition from home to the car or stroller, from the car or stroller to school, from the school hallway to the classroom, from parent or other family member to the teacher or her substitute, from the family to the peer group, from the warmth and familiar home setting to the more institutional school setting, from one set of expectations for behavior to another, from outside to inside and then outside again, from breakfast to playtime and then to nap, and so forth.

Some of these transitions are significant ones, others are much less important yet still critical to the quality of the child’s experience at school. Despite the significance or intensity, transitions can be fun, challenging, scary, distracting, or upsetting to children. In this article, we propose a three-step process for transitions �" all kinds of transitions. Although we give considerable attention to transitioning to school, between teachers or between classrooms, and between settings, most of the characteristics of good transition planning are similar.

The family, the school and teacher, and the child are all connected together and impacted by transitions. Good plans for important transitions have similar features that take into consideration the point of view of each participant, accommodating, modifying, and collaborating to construct the best plan for the individuals involved.

We suggest creating a “transition as a way of life” mentality. Transitions are a part of life �" they happen all of thetime. When viewed as a regular and frequent occurrence, not a special one-time event, programs can teach children transitioning skills, preparing them for successful passage through myriad life changes.

We also recommend a multi-dimensional process for planning, implementing, and evaluating the big transitions. This process is not prescriptive �" there is no right or wrong way to do it. As long as it is created or modified for each family, child, and teacher, transition plans will be sure to support the three important constituencies �" child, family, and teacher.

Step 1:
Prepare the family, child, classroom, and program for transition

Preparing the Family

Regardless of the age of the child, family members can help prepare their children for the transition by visiting the new school and classroom in advance. Visits to the classroom before the child must stay for the full program are the place to begin. Visits like these make the first step of the transition a gentle one, supported by a family member and not requiring separation. When families can manage it, several visits are optimal.

Parents or family members and staff should have several conversations. Some of the conversations will be with administrative staff, clarifying policies and procedures, reviewing the program calendar, and planning the logistics of gradual enrollment process. Others will be between the teacher and the family designed to share information about each other, explore concerns, ask questions, and fine tune the gradual enrollment plan to meet the family’s and child’s needs.

Preparing the Child

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